At Makerere University, the future didn’t feel distant, it felt urgent, alive, and within reach.

For three days in March, the university’s grounds transformed into a vibrant meeting point of ambition and opportunity as students, graduates, and industry leaders converged for the 2026 Careers Fair. Lecture halls spilled into exhibition spaces, conversations replaced uncertainty, and for many students, career dreams began to take clearer shape.

A Question That Defined the Moment: Man or Machine?

The opening day set the tone with a bold theme;“Machine vs. Man”, placing artificial intelligence at the center of career conversations. Students listened, questioned, and reflected as leaders challenged them not to fear technology, but to harness it.

The message was clear: the future belongs to those who can adapt.

Speakers emphasized that while AI is reshaping industries, it is also creating new opportunities for innovation, entrepreneurship, and job creation. For many students in attendance, this was more than a discussion—it was a wake-up call to rethink their place in a rapidly evolving world.

Beyond Jobs: Unlocking Global Opportunities

If Day One provoked thought, Day Two opened doors.

The focus shifted to scholarships, fellowships, and international study opportunities, expanding students’ horizons beyond the immediate job market. Conversations moved from “What job can I get?” to “What possibilities exist for me globally?”

Students explored pathways into prestigious programmes, exchange opportunities, and further study options, discovering that their ambitions could stretch far beyond borders.

Where Potential Meets Purpose

By the final day, the Careers Fair had evolved into something deeper—a platform for connection.

Under the theme “Connecting Potential to Purpose,” industry leaders, employers, and development partners engaged directly with students, emphasizing collaboration as the key to career success.

Across Freedom Square and exhibition booths, students asked tough questions, shared ideas, and made meaningful connections. Employers, in turn, offered insights into the skills that matter most in today’s workplace—adaptability, creativity, and critical thinking.

More than 50 organizations participated, turning the fair into a living ecosystem of mentorship, networking, and opportunity.

Stories That Defined the Experience

But beyond the panels and presentations, it was the human moments that stood out.

There was the student who, after a conversation with a recruiter, discovered a career path they had never considered. The group of finalists who used simple tools like mobile phones to create powerful messages about safety and inclusion, reminding everyone that innovation often begins with what is available.

And there were countless quiet exchanges, handshakes, questions, shared laughter—that carried the weight of possibility.

A Bridge to the Future

What emerged from the three-day experience was not just a successful event, but a powerful reminder of the university’s role as a bridge, linking academic training to real-world demands.

The Careers Fair reaffirmed Makerere’s commitment to preparing students not just for employment, but for meaningful participation in shaping the future. It brought into focus a simple but profound truth: careers are not built in isolation—they are nurtured through connections, curiosity, and courage.

For many students who walked through the fair, the journey ahead no longer felt uncertain. It felt possible.

Long before the title “Guild Administrator” became synonymous with her name, Norah Nalubowa was simply a young administrator finding her footing at the university. It was 2006 when she joined the Dean of Students’ Department, unaware that she was beginning a journey that would see her become one of the most beloved figures on campus.

Today, many students do not know her by her official title. To them, she is simply “Guild Mama.”

“I learned very early,” she says, “that when dealing with students, you must listen more and speak less. These students need to be loved.” That philosophy would come to define her work, and her identity.

From ‘Head Girl’ to ‘Mama’

In her early days, students fondly referred to her as “Head Girl,” a nod to her youthful presence and approachable demeanor. As the years passed, the names evolved—“Kazende,” a term of respect, then “Mama,” and eventually “Guild Mama.”

Each name told a story. Each reflected a deepening relationship.

“I decided to befriend them,” she recalls. And for nearly two decades, she has lived up to that role, often going far beyond the call of duty.

A Job That Never Ends at 5:00 PM

For Norah, student affairs do not end when the workday does. Some of the most critical moments unfold after hours, late into the night. She remembers one such moment vividly.

At 3:30 a.m., she received information about a planned student strike. Without hesitation, she picked up her phone and called the student leader.

“We had already agreed during the day that issues should be resolved through dialogue,” she says. “So I reminded him.”

What followed was a long, patient conversation, one that ultimately diffused the situation before it escalated. “I thank God he listened,” she adds quietly.

It is in these unseen moments, phone calls in the middle of the night, quiet interventions, careful listening, that her impact is most deeply felt.

Carrying More Than a Job Title

Beyond administration, Norah has become counselor, mediator, and, in many cases, a lifeline.

Students come to her with everything, from leadership disputes to deeply personal struggles.

Some come with nothing at all. “There are students who lack basic things,” she explains. “Soap, sanitary towels… sometimes even food.” In such moments, policy gives way to compassion.

“You may have little,” she says, “but you share what you have.”

Her guiding principle is simple yet profound: “If a student comes to my office crying, they should leave with a smile.”

Inside the World of Guild Politics

Having overseen Guild elections for over a decade, Norah has witnessed the highs, the tensions, and the transformation of student politics.

She recalls one particularly intense election season when eight strong candidates competed fiercely, each backed by large crowds and vibrant campaigns.

But it was not strategy or strength that ultimately shifted the race—it was a rumor or what students popularly refer to as ‘chemical’. The candidate that had been favored to win, lost the election.

“By morning, everything had changed,” she says. “That is the power of perception.”

Moments like these have shaped her approach, grounding it firmly in fairness, guidance, and adherence to policy.

Over time, the elections themselves have changed. Once marked by physical campaigns and, at times, violence, they have since transitioned to virtual platforms following tragic incidents.

“It was a necessary shift,” she reflects. “Safety had to come first.”

One campaign moment still makes Norah smile. She recalls a candidate whose slogan stood out for its simplicity and rhythm: “Allow me, to allow you to sing a song, Dangote.”

“It was catchy,” she says, laughing softly. “Students connected with it immediately.”

The slogan quickly gained traction across campus, echoing through campaign trails and student gatherings. More than just words, it created a sense of participation and excitement among the electorate. “That message helped him win,” Norah notes.

Years later, she still remembers it, not just as a slogan, but as a reminder of how creativity, timing, and connection with students can define a campaign.

Lessons in Leadership and Life

After years of working closely with students, Norah has come to believe that leadership is both innate and cultivated. “Some are natural leaders,” she says. “But others grow into it.”

Her advice to aspiring Guild Presidents is practical: stay academically grounded, understand student needs, and work within university policies. But beyond that, her deeper lesson is one of humanity, of empathy, patience, and presence.

A Legacy Written in Lives Touched

Ask Norah about her proudest moments, and she does not mention titles or milestones.

Instead, she speaks of the students. The messages she receives. The quiet “thank yous.” The moments when a student says her guidance changed their path.

One memory stands out—when students with disabilities chose to recognize her among all administrators, presenting her with an accolade. “That meant the world to me,” she says.

More Than a Mother at Work

Outside the university, Norah finds joy in farming; growing coffee, cocoa, bananas, maize, and beans. It is a practice she describes with the same care and intentionality she brings to her work.

“Even one acre,” she says, “can be productive if you plan well.”

At home, she is a mother to one biological child, but in her heart, she carries many more. “I have six children at home and many more on campus” she says with a smile. And perhaps that is the simplest way to understand her story.

In lecture halls, in offices, in late-night phone calls and quiet acts of kindness, Norah has built something far greater than a career. She has built a family.

Grounded in Gratitude

As our conversation comes to a close, Norah pauses, not to speak about herself, but to give thanks.

“I am very grateful for the opportunity to share my story,” she says. “But more importantly, I thank the University management. It is not easy to sit in meetings and constantly think about the welfare of students and the institution. Their work should never be taken for granted.”

She is equally quick to acknowledge those who have guided her journey. “I have served under several Deans of Students, and each one has mentored me in a special way. Whenever I face a challenge, I still reach out to them for guidance.” Her appreciation extends to her colleagues—the wardens and staff in the Dean of Students’ Department, whom she credits for their teamwork and vigilance.

And finally, she turns to the students themselves, the very reason her journey began. “I thank all the student leaders, past and present. Many of them call to say thank you, and to tell me that something they learned from me has helped them. That feedback means everything.”

At Makerere University, the journey toward inclusive education is steadily gaining ground, thanks in part to the establishment of the Disability Support Centre, an initiative that is already reshaping the experiences of students with disabilities.

For Fatuma Nabulime, a recent graduate with a Bachelor’s Degree in Social Work, the centre represents more than just a physical space on campus, it is a symbol of dignity, access, and possibility.

“I was very excited when it was launched,” she recalls. “I knew it would help bridge the gap between students with disabilities and the university system.”

A Journey Marked by Resilience

Fatuma, who uses a wheelchair, joined Makerere University in 2022 under the disability scheme. Like many students with disabilities, her academic journey was defined by both determination and structural barriers.

While she describes her overall university experience as positive, thanks largely to supportive lecturers and peers, she is candid about the challenges that existed before the centre was established.

Accessing study materials, for instance, was often a struggle. “Sometimes we were required to buy printed notes from far places, and I didn’t always have the money,” she explains. “There was also limited access to assistive devices.”

Physical accessibility posed an even greater challenge. Some lecture rooms were located in buildings without ramps or functioning elevators. On several occasions, Fatuma had to be carried upstairs to attend lectures, a situation she describes as both inconvenient and humiliating.

A Turning Point for Inclusion

The introduction of the Disability Support Centre marked a turning point.

Today, students like Fatuma can access printed notes, use computers for research, and receive academic support tailored to their needs. For students with visual or hearing impairments, the centre provides assistive devices and services that were previously unavailable.

Beyond these practical interventions, the centre is also playing a crucial role as a bridge between students and academic staff.

“There are lecturers who may not fully understand how to support students with disabilities,” Fatuma notes. “The centre helps to mediate and create understanding.”

In one instance, when she faced challenges with her research project, staff from the centre intervened and engaged her supervisors to ensure she received the support she needed. “That really made a difference,” she says.

Changing Attitudes, Building Awareness

Equally important is the centre’s role in challenging misconceptions and raising awareness across the university community.

Fatuma points to an incident where a lecturer dismissed a sign language interpreter, unaware of the student’s needs. Such experiences, she says, highlight the continued need for sensitization.

“Awareness is improving, but more still needs to be done,” she emphasizes.

Despite these gaps, Fatuma acknowledges a growing culture of empathy among students. “Many students are supportive. Someone can offer you a seat or assist when needed,” she says, though she adds that occasional bias and misunderstanding still persist.

The Work Ahead

While the Disability Support Centre has made significant strides, Fatuma believes that true inclusion will require sustained effort.

She calls for improved physical infrastructure, ramps, elevators, and accessible buildings across campus, as well as continued awareness campaigns targeting both staff and students.

“The university needs to become fully accessible,” she says. “Not just in policy, but in practice.”

A Future Inspired by Inclusion

For Fatuma, the impact of the centre goes beyond her academic success. It has shaped her confidence and career aspirations.

“My university experience taught me how to overcome challenges and speak up for myself,” she reflects. “It inspired me to pursue social work so I can support others and advocate for inclusion.”

As she looks ahead, she hopes to work with communities and organizations that promote access to education and social services for people with disabilities.

A Centre That Changes Lives

The story of Fatuma is just one among many, but it captures the transformative potential of inclusive initiatives within higher education.

The Disability Support Centre at Makerere University is not merely addressing barriers, it is redefining what is possible for students with disabilities. By fostering access, dignity, and opportunity, it is ensuring that no student is left behind.

And for students like Fatuma, that change is already life-changing.

FACT FILE

• The centre was opened in July 2024 with support from MasterCard Foundation
• The University has 156 Students with disabilities
• The centre has received equipment worth Shs60m from the Endowment Fund/ Mak Run
• The university has received a bus from Kiira Motors to transport students with disabilities across the university 
• Service provided by the centre include;  
  • Accessible Computers installed with Screen readers (JAWS AND FUSION)
  • Braille Embossing
  • Large Printing
  • Access to refreshable braille displays
  • Audio book reading etc.